A STUDY OF DIFFICULTIES ENCOUNTERED BY WOULD BE SCIENCE TEACHERS DURING TEACHING PRACTICE AND POSSIBLE SOLUTIONS
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A STUDY OF
DIFFICULTIES ENCOUNTERED BY WOULD BE SCIENCE TEACHERS DURING TEACHING PRACTICE
AND POSSIBLE SOLUTIONS
ABSTRACT
This study
was designed to find out difficulties encountered by Would be Science Teachers
during Teaching Practice and Possible Solutions.
To guide
this research six (6) research questions were formulated by would be Science
Teachers.
The
instrument used in the data collection was questionnaire. The researchers used
simple survey type in carrying out the research. A simple size of 150 students
were used from the population of the study.
Percentage
and table were used to analyze the data collected from our respondents
Consequently,
the researchers recommended that more work need to be done as to improve and
remove the predicament facing would be science teachers during teaching
practice.
CHAPTER ONE
BACKGROUND
OF THE STUDY
Education is
a good instrument for the comprehensive development of the human beings where
the whole body is effectively utilized to achieve a pre-determined set of
objectives, (A.E. Ejili and N.O. Anyanwu, 2006). It is a complex process which
starts to improve our lives as soon as we are born, and continues to do so
until we die. According to F.H. Aguba (2006:58) “the aim of education is the
production of good men, that is for one to be educated, one must be prepared to
use the knowledge in the service of God and humanity. We can say that,
education is a process of acquiring ideas, skills and values that facilities
the development of the learner and the society. The nation recognizes the
importance of teacher education when they continue to give a major emphasis in
all out educational planning. This is basically because no educational system
can rise above the quality of its teachers, that is to say that the quality of
the teachers in any country determines the quality of her education and the
level of National development.
The National
policy on Education of the Federal Republic of Nigeria (1998) outlined the
purpose of teacher education as follow:
a. to produce highly motivated,
conscientious effective classroom teacher for all learning in our educational
system;
b. to encourage further the spirit of
enquiry and creativity in teachers;
c. to help teachers to fit into the society
of the community and the society at large and to enhance their commitment to
national objectives;
d. to provide teachers with intellectual
professional background adequate for assignment and to make them adaptable to
any changing situation not only in the life of their country but to the wider
world;
e. to enhance teacher commitment to the
teaching profession.
Teaching
practice is a very important aspect of any teacher training programme. It is to
student-teacher and prospective regular teacher what housemanship is to young
medical doctor. Questions may be asked-why does a young lawyer on being called
to the bar choose first to understudy on older and more experienced lawyer? Why
do young medical doctors go for housemanship under the more experienced ones?
Why do vocational education students go on Industrial Training? Likewise, why
do student-teachers or prospective teachers go on teaching practice? These
questions and their answers are very similar. No human being anywhere would
have to face some dangers that could be avoided. There is a popular adage which
says “that prevention is always better than cure” or “stitching in time, saves
nine”. Most of the student-teachers do not seem to be fully aware of this fact,
may be because of the small proportion of the entire time allocated to
teaching, he needs to go through adequate and appropriate teaching practice experience.
Akilaiya
(2001) defined teaching practiced as an integral part of teacher education
programme which provides opportunity for student-teachers to put all
theoretical knowledge into practice in real school situation. It is a
compulsory practical exercise for every student-teacher. This is the first
opportunity for a student-teacher to participate in activities involved in
teaching in actual situations. It affords the prospective teacher the
opportunity to test, prove the lecture-room theoretical assertions and at the
same time provide a forum for him to try out teaching and see whether he can
really be a good teacher. So it is very essential that student-teacher should
take teaching practice very seriously.
The
objectives of teaching practice for assessing student-teachers are ass
follow:
i. to provide opportunities for the
student to acquire and prove teaching skills;
ii. to enable the student effectively
plan and prepare lessons;
iii. to help the student develop traits,
attitudes and abilities;
iv. to enable the students to acquire the
characteristic of a teacher and to display appropriate behaviour; and
v. to enable the student to bring about
learning in children.
The seven
principles for good practice on good teaching and learning in schools are:
i. It Encourages Good Contact Between
Students And Lecturers,
ii. It Develops Reciprocity Co-Operation
Among Students;
iii. It Gives Prompt Feedback,
iv. It Emphasizes Time On Task,
v. It communicates high expectations,
and
vi. It respects diverse talents and ways
of learning.
According to
Iioh (2001), the key actors in teaching practice are the student-teachers, the
resident supervisors, the college supervisors and the principles/heads of
departments of the co-operating schools.
The
student-teachers is the prospective teacher that is still under training, who
is acquiring skills, knowledge and techniques required for teaching profession.
At this point, he puts all he had learnt into practice.
The resident
supervisor means the co-operating teacher in the co-operating schools. He is
the teacher the student-teacher meets at schools where he is doing his teaching
practice. He may be the class teacher of the class the student-teacher is
punctual and regular in his class. He also assists him with his lesson note so
as to have an effective lesson note.
College
supervisor is the student-teachers lecturers. He comes to find out whether the
student-teacher has really understood what he has been taught as regards the
teaching techniques and methodology. And finally brings back the
student-teacher’s performance to his school.
The
principal/head of departments of the co-operating schools is the
person-in-charge of the co-operating school where the student-teacher is doing
his teaching practice. He helps in the selection of co-operating teachers who
can work with the student-teacher. He builds rapport among resident teachers
and student-teachers to enhance their professional growth.
Microteaching
is one of the most important developments in the field of teaching practice. It
is originated in Stanford University in 1963. This practice holds very great
promise for the future of teacher preparations. It goes a long way to solving
some of the difficulties involved in student teaching practice. Before the
introduction of the microteaching, there was no provision for the
student-teachers to practice. The act of teaching before they go during those
periods were not satisfied. So microteaching helps the student-teaches to have
an early encounter with teaching and in this way attempts to put into practice
some of the theories learnt in the lectures.
The
importance of teaching practice is that it is a crucial period for the teacher
to put into practice all the theoretical/practiced concepts learnt at school.
It is difficult to recognize good teaching unless one has passed through the
process. In order to translate theory into practice, the student-teacher will
encounter a lot of difficulties, but since teaching practice is important in
the teaching preparation programme, there is a need for adequate planning and
implementation. This study is mainly focused on finding out those difficulties
encountered by the would be science student-teachers and during teaching
practice the possible solutions.
1.1 STATEMENT OF THE PROBLEMS
The
importance of the teacher in relation to the quality of education a country
provides to its citizenry, explains, in part why special training and practical
experience are part and parcel of any well programmed teacher education scheme.
The teaching practice experience exposes the student-teacher in the field of
teaching and enhances him to be effective in the classroom.
There are
numbers of problems that militate against the effective implementation of the
teaching practice programme in general. The specialized nature of the programme
further complicates problems in this area- thus study would therefore
investigate fully the difficulties and also find the possible solutions to
them.
1.2 PURPOSE OF THE STUDY
This study
aims at investigating the difficulties encountered by would be science teachers
during teaching practice and their possible solutions. This study is specially
meant to
i. Identify personal difficulties
facing would be science teacher during teaching practice.
ii. Find out the exact role of the would
be science teachers and the co-operating school.
iii. Find out challenges associated with
the school organization/management.
iv. Identify challenges associated with
supervision/supervisor.
v. Identify useful solution to the
challenges outlined above.
1.3 SIGNIFICANCE OF THE STUDY
The
significance of this study is directed towards identifying people that will
benefit from this research work and how they benefited from it. The under
listed people benefited from this work, they are:
i. The Researcher: This work has
challenge the researcher to apply the theoretical knowledge of research work
into practice or real project work. Thereby equipped them with rudiment of
research work.
ii. The Students: This work can also be of
interest to students who may like to carry out research work in the same area
which involve the stated problem.
iii. Teacher: Practicing teachers will find
this material beneficial in the sense that it will help them to understand and
device needs of averting difficulties that surround teaching career. It can
also assist aspiring teachers to develop interest in teaching career; having
identified those difficulties would be science teachers encountered during
teaching practice and fortified themselves in order to face the difficulties.
iv. Parents: Parents can still find the
material beneficial because they can offer solution to the difficulties of
teaching practice which have been identified in this project work. They can as
well find it useful by reading the work in order to know some of the difficulties
would be science teachers faced during teaching practice. Furthermore, having
identified some of the difficulties during teaching practice and proffering
solutions will go a long way in equipping them to be competent, qualitative,
and skillful teachers who will teach the future generation. In that direction,
parents have benefited as their children will acquire sound education.
v. Curriculum Planners: This work will help
curriculum planners to direct their planning towards addressing the
difficulties encountered by the would be science teachers during teaching
practice which will in turn improve the planning process and educational
activities.
vi. Government: Government will find this
work beneficial as they will be able to know some of the difficulties which
student-teacher encountered thereby contributed in an attempt to find a way
out.
vii. School Authority: This work will help the
school authority to know the areas they are not covering effectively, hence
will address the situation.
1.4 SCOPE OF THE STUDY
Due to
certain constraints such as time, and finance, this research work was limited
to the difficulties which the science student-teachers encountered during their
teaching practice using Enugu South L.G.A as a case study.
This
research work does not in anyway investigate problems associated with policy
implementation in entire state but mainly focuses on those difficulties that
influence effective performance of student-teachers during their teaching
practice, difficulties and solutions with examples.
1.5 LIMITATIONS
There are
different factors that make this project to be carried out within the
confinement of Enugu South L.G.A. in regards to investigating science
student-teachers difficulties during teaching practice. Some of these
constrains include: -
i. Poor Management of time by the Researcher:
The researchers find it difficult to manage the time interval meant for this
work effectively and this has contributed a limitation to this project work.
ii. Problem of Unity of the Group: The
researchers in this group were unable to maintain group cohesion such as
attendance to meeting and contribution to provision of research materials etc.
iii. Problem of Finding Material: The researchers
find this factor a militating factor as they were unable to gather all relevant
data or materials within the time limit.
iv. Respondents: During the time of administering
questionnaire, the respondents in school cannot be reached out due to long
vocation of school. This creates a barrier to the project, compelling us to use
Enugu South L.G.A.
1.6 RESEARCHER QUESTIONS
In order to
examine science student-teacher’s difficulties during teaching practice, the
following research questions were formulated.
i. What are the personal difficulties
facing science student-teachers during teaching practice?
ii. What are the difficulties posed to
science student-teachers by pupils in the classroom?
iii. What are the difficulties posed by
relationship of principal and practicing teachers with student-teacher?
iv. Do we have difficulties associated
with the school organization/ management?
v. What are the difficulties associated
with supervision/supervisor do we have difficulties posed by the science
student-teachers institution.
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